The number of secondary school students in England facing internal exclusion has surged dramatically, nearly tripling in just three years. This disciplinary measure, which involves removing students from regular classes but keeping them on school premises, has seen the proportion rise from 5% in the 2022/2023 academic year to 13% in 2025/26. This increase disproportionately affects poorer students, with 22% of disadvantaged pupils experiencing internal exclusion at least once, compared to 10% of their non-disadvantaged peers.
Critics argue that internal exclusions can harm students’ mental wellbeing and hinder their learning, raising questions about the effectiveness of this approach. While some educators view it as a necessary tool for managing behaviour, the significant rise in usage suggests a deeper issue within the education system that needs addressing. The lack of comprehensive data on internal exclusions complicates efforts to understand their impact fully.
The trend is concerning, especially as official figures indicate a decline in formal suspensions and exclusions. This divergence raises the possibility that internal exclusions are being used as a substitute for more severe disciplinary actions, highlighting the need for better oversight and transparency in how schools manage student behaviour.
As internal exclusions become a common practice, it is crucial to ensure that affected students receive adequate support and educational opportunities. The growing reliance on this measure could have long-term implications for the educational outcomes of vulnerable students, necessitating a reevaluation of disciplinary policies in schools across England.
Source: The Guardian
